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Analyzing the Principles & Techniques of English Language Teaching Emphasized in the Crescent English Course
PASAA Volume 57 January - June 2019 Idea Sharing: Analyzing the Principles & Techniques of English Language Teaching Emphasized in the Crescent English Course for Yemen Hani Qasem Mohammed Asaad College of Arts and Sciences Universiti Utara Malaysia Sintok, Kedah, Malaysia Email: [email protected] Abstract The Ministry of Education in Yemen has utilized several methods for teaching the English language including the grammar translation method, and the communicative language teaching method. This paper presents an analysis and description of the principles and techniques of English language teaching emphasized in the English language textbook “Crescent English Course for Yemen” used for teaching English for the third secondary grade in Yemen. This paper provides also a discussion about the effectiveness and feasibility of the methodology and techniques employed in the textbook. Although the textbook was designed and developed based on the communicative language teaching method to encourage the English language learners to engage in communication, to interact and participate in communicative classroom activities, many obstacles prevent them from achieving these goals. Among these obstacles are that teachers mostly follow the traditional grammar translation method in teaching the English language and students mainly focus on the final results, 192 | PASAA Vol. 57 January - June 2019 namely to pass the examinations which mostly consist of reading and writing tests. Keywords: Crescent English Course, communicative language teaching method, principles, English language teaching, Yemen Introduction Yemen is an Arabian country located on the southwest corner of the Arabian Peninsula. The system of education in Yemen has gone through various stages and has been profoundly affected by political and ideological factors. -
FLEX: a Golden Opportunity for Motivating Students for Foreign Language Study Aleidine Kramer Moeller University of Nebraska–Lincoln, [email protected]
University of Nebraska - Lincoln DigitalCommons@University of Nebraska - Lincoln Faculty Publications: Department of Teaching, Department of Teaching, Learning and Teacher Learning and Teacher Education Education 1990 FLEX: A Golden Opportunity for Motivating Students for Foreign Language Study Aleidine Kramer Moeller University of Nebraska–Lincoln, [email protected] Follow this and additional works at: http://digitalcommons.unl.edu/teachlearnfacpub Moeller, Aleidine Kramer, "FLEX: A Golden Opportunity for Motivating Students for Foreign Language Study" (1990). Faculty Publications: Department of Teaching, Learning and Teacher Education. 168. http://digitalcommons.unl.edu/teachlearnfacpub/168 This Article is brought to you for free and open access by the Department of Teaching, Learning and Teacher Education at DigitalCommons@University of Nebraska - Lincoln. It has been accepted for inclusion in Faculty Publications: Department of Teaching, Learning and Teacher Education by an authorized administrator of DigitalCommons@University of Nebraska - Lincoln. 4 FLEX: A Golden Opportunity for Motivating Students for Foreign n age .Study Aleidine J. MoeHerl Central High School; Omaha, Nebraska FLEX is the common acronym used to describe a presequenced Foreign Language EXploratory course ranging in length from six to nine weeks. Such a course is designed to motivate students to pursue foreign language study, to develop their interest in the world and its peoples, and to increase their sensitivity to cultural similarities and differences. There are a variety of FLEX programs in existence (Grittner, 1974). Some are cultural in nature, others emphasize linguistics, and still others are career-based (Strasheim, 1982, p. 60). The FLEX course is usually offered in sixth, seventh, or eighth grade before foreign language study is formally begun and gives the students an introduction to several foreign languages and cultures. -
EDUCATION DISRUPTED Report.Pdf
EDUCATION DISRUPTED Impact of the conflict on children’s education in Yemen CONTENTS Children in distress 02 Education disrupted 04 Millions out of school 05 Destroying pillars of education 07 The most vulnerable children risk the most 08 COVID-19: Locked out of school 10 The future lies with the youth 11 When not in school 12 UNICEF in action 15 What the children need 16 Left: A student in Al-Jufainah Camp for displaced people in Marib. CHILDREN IN DIstRESS CHILDREN IN DISTRESS 1.71 MILLION Internally displaced children 3,336 Children killed between 26 March 2015 and 28 February 2021 (verified United Nations figures) 400,000 Children under 5 years with severe acute malnutrition 465 Attacks and military use of education facilities between 26 March 2015 and 28 February 2021 (verified United Nations figures) Source: United Nations Office for the Coordination of Humanitarian Affairs,Humanitarian Needs Overview – Yemen 2021, OCHA, New York, February 2021. 02 2 MILLION Children out of school 10.2 MILLION Children in need 11.3 of basic health care MILLION Children in need of 9.58 million humanitarian help Children without access to safe water, sanitation or hygiene 8.1 million Children in need of emergency education support 85% 46.5% Child Prevalence of poverty rate childhood stunting (Simulation based on 2014 Household Budget Survey) 03 EDUCATION DISRUPTED EDUCATION DISRUPTED Anas is not the only child in Yemen that had to sacrifice his education. He is one of hundreds of thousands of children victims of devastation that years of brutal conflict and, more recently, the COVID-19 pandemic have had on Yemen’s education system. -
Downloads/Esp/Education%20Sector%20Plan%202015.P Df
KIX Europe | Asia | Pacific Hub Thematic Priorities in 21 GPE Partner Countries of the Europe | Asia |Pacific Region Volume 2: Appendix June 2020 Table of Contents Appendix 1 – Findings of Desk Review Appendix 2 – Survey (English version) Appendix 3 – Survey (Russian version) Appendix 4 – Raw Data (Whole Survey) Appendix 5 – Raw Data (All countries except Maldives) Appendix 6 – Raw Data (Maldives) Appendix 7 – Raw Data (Kyrgyzstan) This volume consists of appendices. The actual report is published in volume 1. 1 Appendix 1 – Desk Review Finding Table of Contents Appendix 1 – Desk Review Finding ........................................................................................ 2 I. Caucasus, Central Asia and Mongolia .................................................................... 5 Kyrgyzstan ....................................................................................................................... 5 Evaluation of Thematic Priorities ............................................................................................. 5 Main observations .................................................................................................................... 9 Sources ...................................................................................................................................... 9 Uzbekistan ..................................................................................................................... 10 Evaluation of Thematic Priorities .......................................................................................... -
Teaching English As a Second Language in Yemen Lindsey
Running Head: ESL in Yemen 1 Teaching English as a Second Language in Yemen Lindsey Houseman St. Lawrence University Running Head: ESL in Yemen 2 Abstract Situated in South Arabia, the official language of Yemen is Arabic. Although education in Yemen is a government priority there are still many challenges in the educational system. Yemeni students encounter many challenges in learning English so therefore ESL teachers would play a major role in helping out. The main difficulty is that the curriculum in Yemen is outdated and only focuses on grammar and how to use it the correct way. The curriculum does not include listening, reading, speaking, and writing. ESL teachers would need to take into account the lack of resources such as books and computers as well as take into consideration that nearly all people who live in Yemen are Muslim and the dress and topics should be more conservative. In order to be an ESL teacher in Yemen, one needs to obtain a university degree or teaching institution qualification. The average pay for a Yemeni teacher is $150 per month. Keywords: education, Yemen, primary education, considerations, teaching Teaching English as a Second Language in Yemen There is a high need for teaching English as a second language (ESL) all over the world. One country that could use help with teaching and learning English as well as learning styles is the country of Yemen. Situated in South Arabia, the people who live in Yemen speak Arabic. Yemen is an extremely poor country with very little of anything especially resources for schooling. -
Fast-Tracking Girls' Education
Fast-tracking Girls’ Education A Progress Report by the Education for All – Fast Track Initiative c Niamh Burke, UNESCO I welcome this report. No issue merits more urgent attention in education than the glaring divide that separates boys and girls in many of the world’s poorest countries. Much has been achieved over the past decade—and the author highlights the policies that have made a difference. But there is no room for complacency. Interacting with other markers for disadvantage like poverty, ethnicity, and the rural-urban divide, gender inequality in education has devastating consequences for individuals and societies. It restricts opportunity, undermines progress in health, and harms economic growth. If you want a catalyst for accelerated progress towards the Millennium Development Goals, girls’ education is the place to start. And this compelling report provides a road map for the journey towards gender equity. Kevin Watkins, Director of UNESCO’s Education for All Global Monitoring Report 2011 d Fast-tracking Girls’ Education A PROGRESS REPORT BY THE EDUCATION FOR All – FaST TRACK INITIATIVE his report is launched in 2011, which marks the education, according to UNESCO. And women with T100th anniversary of International Women’s post-primary education are five times more likely Day. On the first International Women’s Day, wom- than illiterate women to be educated on the perils of en in most countries did not have the right to vote, contracting HIV and AIDS. The international com- and very few were encouraged to get an education, munity needs to support girls’ education in a har- or could even afford to go to school. -
Situation Analysis of Children in Yemen 2014 Situation Analysis of Children in Yemen 2014
Republic of Yemen Ministry of Planning & international Cooperation Situation Analysis of Children in Yemen 2014 Situation Analysis of Children in Yemen 2014 Situation Analysis of Children in Yemen: 2014 iii Republic of Yemen (Ministry of Planning Contents and International Cooperation) & UNICEF, Foreword .....................................................................................................................12 Situation Analysis of Children in Yemen 2014 Acronyms and abbreviations ....................................................................................13 Acknowledgements ...................................................................................................15 © United Nations Children’s Fund (UNICEF), 2014. Executive summary ....................................................................................................16 Prepared by the UNICEF Country Office, Sana’a, Yemen. PART A ........................................................................................................................23 Cover photo credit ©UNICEF/Yemen/2007/Pirozzi NATIONAL FRAMEWORK ..........................................................................................23 2 The national environment .....................................................................................23 Permission to reproduce any part of this publication is required. Please contact the Publications Section, Division of Communication, UNICEF New York 2.1 Demographic overview ...................................................................................57 -
Higher Education Review Unit Institutional Review Report
Higher Education Review Unit Institutional Review Report AMA International University - Bahrain Kingdom of Bahrain Dates Reviewed: 15 - 18 November 2010 Table of Contents 1. The Institutional Review Process ................................................................................ 2 2. Overview of AMA International University-Bahrain ............................................. 3 3. Mission, Planning and Governance ............................................................................ 3 4. Academic Standards ....................................................................................................... 9 5. Quality Assurance and Enhancement ....................................................................... 13 6. Quality of Teaching and Learning ............................................................................ 15 7. Student Support ............................................................................................................ 21 8. Human Resources ......................................................................................................... 22 9. Infrastructure, Physical and Other Resources .......................................................... 26 10. Research .......................................................................................................................... 29 11. Community Engagement .............................................................................................. 31 12. Conclusion ...................................................................................................................... -
The Potential of Blended Learning
4 The Potential of Blended Learning Most of the blended-learning programs described in the last chapter use some form of rotation model—what Heather Staker, co-author of the Innosight taxonomy, calls “a sustaining innovation” rather than a disruptive one. At least some of the normal classroom structure remains the same. So what about all the other models described by Innosight in the first pages of chapter 1? Do they exist anywhere in robust forms? Blended Learning 63 THE POTENTIAL OF BLENDED LEARNING Some do. Two of Staker’s children attend Acton Academy in Austin, Texas, a private school that she’d classify as a “flex” model. Students use popular software such as DreamBox for math, Rosetta Stone for language, SpellingCity for spelling, and so forth. Students establish their own learn- ing goals for this flex time with help from their teachers. “The thing I like about blended learning, and that made me want it for my kids, is that it’s so much more efficient if implemented correctly,” Staker says. “It frees up a lot of extra space for the great things schools can be doing”—like small- group discussions and project-based learning. Indeed, Staker moved from Honolulu to Austin mostly to enroll her children in Acton, a school she learned about while writing the Innosight white paper The Rise of K–12 Blended Learning. “It was really hard to be reading about all of these pro- grams—I thought I had arrived upon a truth—and still be sending my own children to a traditional school,” she says. -
Early Childhood Environmental Education Programs for Educators, Parents, Home Schoolers, Administrators, Policy Makers, and the Public
Guidelines for Excellence 2000 P Street NW, Suite 540, Washington, DC 20036 Early Childhood Environmental naaee.org 2000 P Street NW, Suite 540, Washington, DC 20036 Education Programs NAAEE2000 is P the Street professional NW, Suitenaaee.org organization 540, Washington, for environmental DC 20036 educators in North America and beyond. NAAEE is the professionalnaaee.org organization for environmental For educators, parents, home schoolers, administrators, educatorsEducation Wein North Need for America the World and We beyond. Want policy makers, and the public NAAEE is the professional organization for environmental educatorsEducation Wein North Need for America the World and We beyond. Want Education We Need for the World We Want GFE-#5 .indd 1 12/4/15 2:23 PM GFE-#5 .indd 1 12/4/15 2:23 PM GFE-#5 .indd 2 12/4/15 2:23 PM GFE-#5 .indd 1 12/4/15 2:23 PM Guidelines for Excellence Early Childhood Environmental Education Programs For educators, parents, home schoolers, administrators, policy makers, and the public GFE-#5GFE-#5 ..inddindd 4 12/4/1512/44/15 2:232:23 PMPM Early Childhood Environmental Education Programs: Guidelines for Excellence is part of a continuing series of documents published by the North American Association for Environmental Education (NAAEE) as part of the National Project for Excellence in Environmental Education. The project is committed to synthesizing the best thinking about environmental education through an extensive process of review and discussion. Hundreds of individuals and organizations representing all aspects of early childhood education and environmental education reviewed working outlines and drafts. Reviewers include classroom teachers, daycare and early childhood education center staff members, educational administrators, environmental scientists, curriculum developers, and natural resource agency and education department staff members. -
International Literacy Day
United Nations Sustainable Educational, Scientific and Development Cultural Organization Goals International Literacy Day Agenda of the Global meeting on ED/PLS/YLS/2020/02 ‘Literacy teaching and learning in the COVID-19 crisis and beyond’ and webinar with the laureates of the UNESCO International Literacy Prizes 2020 8 September 2020 1 Concept Note Context The world has made steady progress in literacy in the past decades. Yet globally, 773 million adults and young people lack basic literacy skills 1, and more than 617 million children and adolescents are not achieving minimum proficiency levels in reading and mathematics². The current COVID-19 crisis has been a magnifier of existing literacy challenges, deeply affecting schooling and lifelong learning opportunities including for youth and adults with no or low literacy skills. During the initial phase of the pandemic, schools were closed down in more than 190 countries, disrupting the education of 62.3 per cent of the world’s student population of 1.09 billion in 123 countries.³ The COVID- 19 pandemic also affected around 63 million primary and secondary teachers in 165 countries. ⁴ Governments have been rapidly deploying distance learning solutions on an unprecedented scale, particularly in formal education for children and young people. A range of solutions, such as virtual lessons, dissemination of materials, and learning provision through TV, radio or in open air spaces, have been adopted. At the same time, the COVID-19 crisis hashighlighted in many places on the unpreparedness of infrastructure, education systems, programmes, and people, including policy-makers, educators and professionals, families, and learners themselves, for ensuring the continuity of teaching and learning in such circumstances. -
Next Generation Learning Models for English Language Learners Promising Practices and Considerations for Teaching and Learning
Next Generation Learning Models for English Language Learners Promising Practices and Considerations for Teaching and Learning WRITTEN BY: PRODUCED BY: Natalie Truong iNACOL Next Generation Learning Models for English Language Learners Promising Practices and Considerations for Teaching and Learning AUGUST 2017 WRITTEN BY: PRODUCED BY: Natalie Truong iNACOL The mission of the International Association for K–12 Online Learning (iNACOL) is to catalyze the transformation of K–12 education policy and practice to advance powerful, personalized, learner-centered experiences through competency-based, blended and online learning. iNACOL is a non-profit organization focusing on research, developing policy for student-centered education to ensure equity and access, developing quality standards for emerging learning models using competency-based, blended and online education, and supporting the ongoing professional development of school and district leaders for new learning models. Learn more at www.inacol.org. This report is based on research funded by the Carnegie Corporation of New York. The findings and conclusions contained within are those of the authors and do not necessarily reflect positions or policies of the Carnegie Corporation of New York. Please refer to this paper as Truong, N. (2017). Next Generation Learning Models for English Language Learners. Vienna, VA: International Association for K–12 Online Learning (iNACOL). iNACOL, The International Association for K–12 Online Learning www.inacol.org Table of Contents Introduction ............................................................................................................................................